Special Education Teacher - LTS
About the Employer
Job Title: Long Term Sub (LTS) Special Education Teacher K-3 (5829)**
Job Summary:
The Westborough Public Schools seek a dynamic long term sub (LTS) intensive special educator to join our caring staff at Hastings Elementary School (K-3). October 22, 2026 - January 15, 2027.
About Us:
The Westborough Public Schools are an innovative, supportive, and high-performing district whose stellar staff provides high quality services for our diverse students and their families. We educate approximately 4,000 students from pre-k through age 22, from homes that speak almost 30 different languages.
Job Title: Teacher, Special Education, Gk-3**
Reports To: Principal and Student Services Coordinator**
Department: Special Education Grades K-3**
Work Year: LTS - 10/22/26-1/15/27**
FLSA Status: Per Diem, $290 per day, Non-Benefited**
Job Goal:
The special education teacher fosters a love of learning that encourages student curiosity, engagement, and growth in a welcoming community of learners. The special education teacher shall support learning experiences that engage students in language arts, math, science/technology/engineering, social studies, social-emotional, and behavioral learning guided by the Massachusetts Curriculum Frameworks, District Standards and Requirements, and IEP goals.
The special education teacher facilitates the academic, social, behavioral and transition supports for students with special abilities through direct service, collaboration, consultation, and coaching.
Qualifications:
Education: Bachelor’s and/or Master’s degree from an accredited college/university in a related field**
Professional Certification:
MA DSE licensure in Special Education Intensive Needs preferred, or Moderate Needs SEI Endorsement Additional certification in General Education and/or ESL highly desirable Certification as a Wilson Reading Reading or Ortho-Gilligham Instructor is highly desirable.Specialized Knowledge:
Child Development Disabilities Curriculum Frameworks Curriculum/Instructional Accommodations and Modifications Assessments IEPs and Progress Reports Applied Behavioral Analysis (ABA) Inclusive Practices Growth Mindset Progress Monitoring Cultural Proficiency Anti-Bias Instruction Co-teaching CASEL (Collaborative for Academic, Social, and Emotional Learning) Social-Emotional Learning Assistive Technology and Technology Integration.Preferred Experience:
Experience with Transition and Community Outreach.
Experience teaching in English Language Learners in a diverse public school setting
Strong background in Inclusive Special Education Practices
Strong background in Literacy and Math Instruction, along with Science and Social Studies Instruction
Experience writing and implementing IEPs
Experience creating SMART (Specific, Measurable, Attainable, Relevant, Time-Bound) IEP and Progress Goals
Experience assessing student progress and writing data-supported progress reports
Co-teaching
Balanced Literacy
Readers' and Writers' Workshop
Dyslexia and Explicit Phonics Instruction
Guided Math Workshop Model
Inquiry-Based Instruction
Project-Based Learning
Eureka Math
Foss Science
Second Step
Responsive Classroom
Technology Integration
Assistive Technology
PBS (Positive Behavioral Supports) using the Fair System
Zones of Regulation
Social Thinking
Mindfulness-Based Stress Reduction (MBSR)
Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)
Cognitive Behavioral Therapy (CBT) in Schools
Dialectical Behavioral Therapy (DBT) in Schools
Rational-Emotive Behavioral Therapy (REBT)
Motivational Interviewing
Collaborative Problem Solving
Behavior Activation Therapy (BAT).
Core Competencies:
Create a Welcoming, Supportive, and Equitable Learning Environment
Plan and implement differentiated lessons and ongoing formative assessment based on district and IEP goals and the abilities, needs, and interests of students to whom assigned.
Identify and implement instructional and assessment modifications when needed.
Apply knowledge of current research and theory to instructional design with a demonstrated commitment to remain current in content knowledge and instructional pedagogy.
Facilitate instructional services that are evidence-based: identification of student need, goal-setting, progress-monitoring, and measured outcomes of progress.
Empower students to be critical thinkers who can reflect on their learning, thoughts, feelings, and behaviors, and implement learned strategies.
Partner and collaborate with team teachers, department colleagues, and specialists.
Provide effective consultation to general education staff, special education colleagues, and families.
Communicate clearly and effectively, both orally and in writing.
Establish and maintain effective relationships with students, colleagues, and parents.
Integrate technology in order to enhance and extend student learning experiences.
Central Functions of the Job:
Creates a welcoming and supportive learning environment that embraces the diversity among individuals and ensures equitable opportunities for student learning and community membership.
Manages a caseload of students to ensure that IEPs are implemented and that appropriate student progress is made.
Provides learning experiences across all subject areas as guided by the Massachusetts Curriculum Frameworks, District Standards and Requirements, and IEP goals, while creating an environment that is conducive to student learning and engagement.
Evaluates instructional practice and assessment strategies to increase student learning.
Writes, revises, and monitors IEP implementation.
Monitors student progress using data-driven SMART goal measures, and effectively communicates such progress through written progress reports, and formal and informal communications with colleagues and families.
Effectively collaborates with colleagues as a co-teacher and/or consultant in order to optimize student learning.
Participates in professional development activities both in and out of district.
Participates in all faculty and committee meetings as required.
Any other relative duties as assigned.
Supervisory Responsibilities:
The special educator has supervisory responsibilities for any paraeducators who may be assigned to his/her/their classroom. In this capacity, the special educator is expected to direct the paraeducators, offer timely and appropriate feedback to the paraeducators related to job performance, and partner with the paraeducators to provide engaged learning with their shared students.
Salary and Benefits:
Salary and benefits, for permanent benefits eligible staff, are per the contract between the Westborough School Committee and the Westborough Education Association.
The Westborough Public Schools do not discriminate on the basis of age, race, color, sex, religion, national origin, gender identity, sexual orientation, disability, or any other class protected by law.